Translating Brain Research into Practical Tools that Work Better Mind Better Life

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Neuroscience in EducationGlad to be here today.BH, President & COO, The BrainWare CompanyI describe myself as a recovering educator. Started as a HS foreign language teacher long time ago. Today I teach strategic thinking in the MBA programs at LFGSM and UIC.1What if we told you, it was possible to gain .... and 1-2 yearsACADEMIC growth in 12 Weekstime2-6 Years COGNITIVE growthin 12 Weeks timeThis is when you are really encouraged to be skeptical.

If you didnt know anything about BrainWare SAFARI, you may find the impact hard to believe. In peer-reviewed published research, students who used BWS improved their cognitive skills by 4 years and their academic performance by almost 2 years in just 12 weeks.

Well explore the research a bit more, but first it will be helpful to talk about what cognitive skills are.

2Cognitive Processes Critical in the Classroom (and in Life)Foundational Cognitive SkillsSustained Attention, Selective Attention, Flexible Attention, Visual Discrimination, Spatial Relationships, Visualization, Visual Form Consistency, Auditory Discrimination, Processing Speed, Timing and Rhythm, Visual-Auditory Integration, Short-Term Memory, Simultaneous and Sequential ProcessingLiteracy SkillsPhonics/Phonemic Awareness, Word Decoding, Fluency, Vocabulary, ComprehensionCore Executive FunctionsWorking Memory, Inhibitory Control, Cognitive FlexibilityHigher Order Executive FunctionsReasoning, Problem-Solving, PlanningNumeracy SkillsNumber Sense, Operation Sense, Computation, Measurement, ProbabilityCognitive skills are the foundation for everything we do.

Foundational cognitive skills at the bottom of the diagram the ways we get information into our brains from the outside world, hold onto it, store it, and retrieve it.

Core executive functions the directive capacities of our mind. WM allows you to hold information in your mind reading comprehension. Inhibitory control is what enables you to keep yourself from punching someone in the nose when they insult you or to suppress the automatic Spanish word for chair in favor of the English word if you are an English Language Learner. Cognitive flexibility is what allows you to change your mindset when the rules in the world around you change.

On top of that are higher order executive functions, and of course, this is where we want all of our students to get.

And all of these cognitive skills are necessary for reading and math and everything that builds from there. But teachers are asked to teach reading and math and all the rest without having any idea of whether the underlying skills are in place and without having anything much they can do about if those skills arent there.

This is in one of the areas where neuroscience in education can have such a tremendous impact.3Clinical cognitive therapy (like calisthenics for the brain) wrapped in engaging video games format to develop 41 cognitive skills critical for learning-- Comprehensive-- Integrated

Grounded in neuroscience and derived from more than 40 years of clinical collaboration on best practicesRecommended usage: 10-14 weeks 30-45 minutes 3-5 times @ weekFor ages 6 to 106

BrainWare SAFARIAn Indianapolis ExampleEdgar Evans Academy (IPS Alternative Ed. School)One 4th and one 5th Grade Class All at-risk, male students, all with history of discipline problemsPre- and Post-Test with Woodcock Johnson III Cognitive Battery

Evaluation of BrainWare SAFARI at Edgar Evans Academy, The BrainWare Company, 2006So, lets take an example that can help us understand how important these underlying cognitive skills are.

A few years ago, we had an opportunity to work with a school in Indy. The district had decided, in their infinite wisdom, to put all the boys with a history of discipline problems in this one school. The students in this school were almost all economically disadvantaged and mostly African American.

They were pre-tested with the Woodcock-Johnson Cognitive Battery what do you think we found?5Evaluation of BrainWare SAFARI at Edgar Evans Academy, The BrainWare Company, 2006Pre-Test Scores vs. Physical AgeOn average, students were 3 years behind in their cognitive development.6The score that comes out of the WJIII is intellectual age. I can be an eight-year old but I might have the cognitive ability of an average 10 year old, or an average 6 year old.

What you see on this chart is the physical age for each student represented by the red line, and their actual age, represented by the blue/gray bar. On average these boys were 3 years behind their physical age in their cognitive development.

So, if you have a 4th grade student with 1st grade brain, how well do you think they will do with 4th grade material?

And what do you think is likely to happen to a 4th grade boy that cant do the work he is supposed to be doing in school?Evaluation of BrainWare SAFARI at Edgar Evans Academy, The BrainWare Company, 2006Post-Test ScoresAverage Cognitive Growth = 6 yearsTime = 3 months7These students , who tested 3 years behind, tested three years ahead of their age on post-test. You can see that all of them grew cognitively got up to their physical age level, but most did.

The behaviors in the class changed dramatically and most of the students went back to a normal school environment, some at a magnet school, the following year.Another Example:Students with Specific Learning Disabilities (SLD)"Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities Sarah Abitbol Avtzon. Learning Disabilities: A Multidisciplinary Journal. 2012 GIA General Intellectual Ability8Another population that we spend a lot of resources on in many schools is special education. About 40-50% of special ed students are those have a specific learning disability. This study addressed those students. Peer-reviewed, published. Randomly assigned to a control group or a study group. Study group used BWS according to the normal protocol, 3-5, 12 weeks.

The researcher again used the WJIII as pre- and post-test, translated to RPI.

Reading 0.8 of a grade equivalent. Math 1.0 grade equivalent.Students with SLDGrowth by Cognitive Process Area"Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities Sarah Abitbol Avtzon. Learning Disabilities: A Multidisciplinary Journal. 2012 9Here are the cognitive areas.

Research to DateResearch Studies General PopulationWorkforceELLLow SESSPED HealthcarePeer-reviewed published research and field studies

Over 22 significant studies across various populations:General PopulationLow Socio-Economic StatusEnglish Language Learners Special EdGiftedADD/ADHDAutismLow-functioningWorkforce

19 additional studies currently in analysis

Research study reports are available at www.MyBrainWare.com/safari/research.So, Ive shared with you an example of a study with a Low SES population, and one with Special Ed. We have done multiple studies with a general population, with ELL, with gifted students in fact one district SC uses BWS to help more students qualify for the gifted program, with children with ADHD and those with autism. The research continues as we work with our school clients to help them evaluate the impact of BWS for their students.10Next StepA statewide study led by the Center for Evaluation and Education Policy (CEEP) at Indiana UniversityDr. Patricia Muller, Director of Evaluation and Research and CEEP Associate DirectorDr. John Hitchcock, CEEP Director and Associate Professor of Instructional Technology Systems

The conduct and reporting of the study will be entirely independent from The BrainWare Company and any funding sources. One or more reports will be written at the completion of the study, with attempt made to publish, regardless of the findings. There is no fiduciary relationship between The BrainWare Company and CEEP. This does not constitute an endorsement by CEEP of any aspect of the product to be tested. Funding is not contingent on CEEP doing the proposed work.

So, the data continues to build, but the time has come for a large-scale study, and that is what Id like to share with you next.

We have been working with CEEP to design a study which would be conducted independent of our company. 11Study PurposePurpose of the StudyTo inform policy decisions about broad adoption of BrainWare SAFARI.Study Confirmatory QuestionsDoes participation in BrainWare SAFARI yield greater growth in cognitive skills, as compared to a control group? Does participation in BrainWare SAFARI yield greater student academic achievement?

The study has been designed with sufficient statistical power to meet the standards of the What Works Clearing House and to inform policy decisions about broader adoption in schools.

The basic study questions are very straightforward and will look at cognitive skills growth and academic performance.12Study DesignStudy DesignRandomized Controlled Trial (RCT) DesignConsistent with the What Works Clearinghouse Standards

Sample64 schools, randomly assigned to treatment and no-treatment conditionPublic (both traditional public schools and charter schools) and Private Schools (private schools must administer the ISTEP)All students in 3rd, 4th and 5th grades in participating schoolsRepresentative of urban, suburban and rural elementary schools

MeasuresCognitive Abilities Test (CogAT), Form 7Indiana Statewide Testing for Educational Progress Plus (ISTEP+)

The study will involve 64 schools in Indiana, and we want to include urban, rural and suburban schools, public schools traditional public schools as well as charter schools. Private schools may participate if they administer the ISTEP, since that is what will be used as the academic measure. The cognitive measure will be the CogAT.

The study will look at 3rd through 5th grades.13Study Timetable2014-2015 School Year2015-2016 School Year2016-2017 School YearRefine research plan.Garner school interest/commitment.Students in treatment classes use BrainWare SAFARI in Fall .Control classes follow normal routine.Control and treatment classes administer cognitive pre & post tests in Fall and Winter.

Control classes have access to BrainWareSAFARI.Treatment schools administer year-later cognitive tests.Here are the basics of the study timetable.

During the current school year, we have been refining the research plan.

We are also now beginning to talk with potential participants the express purpose for our being here today. Participating schools will be confirmed in the spring and assigned to the treatment group (that is, using BrainWare SAFARI) or the non-treatment group (following their normal routine).

During the 2015-16 school year, students in the schools assigned to the treatment condition will use BWS. The following year, students in the control group will have access to the program.14Participation DetailsBrainWare SAFARI software and related professional development, a value of $2,400 per classroom, at no cost to the school.

Each participating school (treatment or control) will receive $1,000 during the 2015-2016 school year in acknowledgement of their contribution to the study aims. Each school will receive an additional $500 during the 2016-2017 school year.

BrainWare SAFARI Usage 3 to 5 sessions per week, 14 weeks, 30 to 45 minutes per session

Technology Required Computers (PC, MAC, Chromebooks) with Internet Access, Internet Browsers, Keyboards, Speakers, Headsets or Earbuds, External MouseThe BrainWare SAFARI software and related PD will be provided to the schools at no charge the value is $1,400 per classroom. There is also a small payment to acknowledge the schools contribution to the study.

The implementation of BrainWare SAFARI will be in the Fall of the 2015 school year, using the standard protocol.

The technology requirements are pretty basic computers with Internet access.

15Time - the Biggest Concern Schools incorporate BrainWare Safari (BWS) by using Computer lab timeLibrary timeHomeroom or in-school homework timeBWS in place of doubled E/LA or math instruction (with better results than double-instruction) Remedial, tutoring, or after school time Combination of the above

As we work with schools, the biggest hurdle we typically find is the concern about finding time in the day.

So Id like to address that right up front.

16Putting Time Back in the DayUsing BWS for 30 plus sessions adds 1-2 years of additional achievement and 2-6 years of cognitive growth.Teachers say:Students learn more in less time.Student attention & discipline improve.Teachers have more time to teach when discipline improves, augmenting instructional time.Other interventions become more effective.The amount of time required is . Less than 3% of instructional time and the potential payoff in more efficient instruction is likely to be much more than that. Many teachers have told us that they felt they actually could teach more, and that students retain more, following use of BWS.17Dr. Pat Wolfe on BrainWare SAFARIThe BrainWare Company MyBrainWare.com Almost nothing I have seen has the ability to develop the cognitive skills that kids need to be able to think and plan. When I saw BrainWare SAFARI, I was really impressed. I am endorsing it because it works and because I think it is what we really need for our kids. -- Pat Wolfe, EdD, Author of Brain Matters We have found that many educators in Indiana are familiar with Dr. Pat Wolfe. If you dont know her, she is an international expert on the application of neuroscience in the classroom, and author of the book Brain Matters.18Dr. Pat Wolfe on BrainWare SAFARIThe BrainWare Company MyBrainWare.com

We have found that many educators in Indiana are familiar with Dr. Pat Wolfe. If you dont know her, she is an international expert on the application of neuroscience in the classroom, and author of the book Brain Matters.19Interested?Let us know:Betsy Hill, President & COO773-250-6467, bhill@mybrainware.comDr. Sara Sawtelle, Director of Scientific Affairs773-250-6471, ssawtelle@mybrainware.comDr. Patricia Muller, CEEP812-855-4438 , pmuller@indiana.eduIf you have an interest in learning more about BWS and/or the CEEP study, we would welcome an opportunity to discuss this further with you.

A typical next step would be for us to arrange a time to meet (in person or via Webex) with your instructional team and share this same kind of information with them.

Now, its time for lunch and discussion and I certainly dont want to stand in the way of that.20High Fives for Learning